THE IMPACTS OF GENERATIVE AI ON ACADEMIC WRITING DEVELOPMENT AMONG POSTGRADUATE EFL LEARNERS
DOI:
https://doi.org/10.22460/eltin.v14i1.p155-166Abstract
This study examines the impact of generative AI on the development of postgraduate EFL learners’ academic writing skills. As artificial intelligence becomes increasingly integrated into language education, generative AI is believed to support writing processes and enhance learner engagement. This study aims to explore how generative AI influences academic writing development among postgraduate EFL learners. A qualitative library research design was employed, analyzing 30 peer-reviewed journal articles published between 2024 and 2025. The data were examined using thematic analysis following Braun and Clarke’s framework, with open coding applied to ensure analytical rigor. The findings suggest that generative AI positively impacts learners’ analytical and critical writing abilities, particularly in improving coherence, idea organization, and error identification. It also contributes to the development of positive learning behaviors, including increased confidence, autonomy, and persistence in overcoming writing challenges. These findings indicate that the integration of generative AI can support more strategic and adaptive academic writing practices, offering valuable implications for language educators.
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